Curriculum Plan 2020 / 21 - PROSPECTUS - Avanti Schools Trust
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Curriculum Plan
2020 / 21
PROSPECTUS
Curriculum for Avanti Hall School
The school year and timings of the school day
New term dates for 2020/2021 Changes to school day timings
2020 / 2021
As you are aware Avanti Schools Trust is consulting on new proposals for changes to the We are proposing that the school will open as follows from September 2020:
2020/21 school holiday pattern, to take part in this consultation please click on the link below.
Time Reception Key stages 1/2 Key stage 3
CLICK HERE
Focus days/themed weeks and festivals (and Year 11)
08.45 - 9.00 Registration/Assembly Registration/ Registration/
Throughout the academic year we hold a number of ‘focus days’ where the pupils will study an
START FINISH LENGTH alternative curriculum. We will plan to have at least 4 ‘focusAssembly Assembly
days’ per school year. Our teachers will
plan a whole day of exciting activities that will be educational, fun and also provide learners with
TERM 1 Tuesday 1 Friday 23 39 Days opportunities 09.00 - 10.00 a broader
to experience Morning session 1
understanding of theMorning
world we session
live in.1We will
Lesson
align 1the ‘focus
September 2020 October 2020 days’ with an agreed festival calendar and focus on a range of themes that may include: bringing the
10.00
world to Avanti Hall -(countries,
11.00 culture and religion); horticulture, herbs, the healingLesson 2
properties of
Autumn Break 2020 Monday 26 Friday 30 5 Days plants (introducing innovative ways of attracting wildlife into the school gardens); working as a team
and community 11.00 - 11.15
service. Break Break Break
October 2020 October 2020
11.15 - 12.15 Morning session 2 Morning session 2 Lesson 3
TERM 2 Monday 2 Wednesday 16 33 Days
November 2020 December 2020 12.15 - 13.15 Lunch Lunch Lunch
Until 1.30
Christmas Break 2020 Thursday 17 Friday 1 12 Days
December 2020 January 2021 13.15 - 14.15 Afternoon session Afternoon session Lesson 4
Home at 3pm
TERM 3 Monday 4 Friday 12 30 Days
14.15 - 15.15 Lesson 5
January 2021 February 2021
Spring Break 2021 Monday 15 Friday 19 5 Days
February 2021 February 2021 Avanti Schools Trust is consulting on the above changes to the timings of the school day for
the school year 2020/21 to take part in this consultation please click on the link below.
TERM 4 Monday 22 Thursday 1 29 Days
February 2021 April 2021
CLICK HERE
Easter Break 2021 Friday 2 Friday 16 11 Days
April 2021 April 2021
TERM 5 Monday 19 Friday 28 29 Days
April 2021 May 2021
Late spring break 2021 Monday 31 Friday 4 5 Days
May 2021 June 2021
The Early Years Foundation Stage (Reception class)
TERM 6 Monday 7 Friday 23 35 Days
Early childhood is the foundation on which children build the rest of their lives. We value the
June 2021 July 2021
importance that the EYFS plays in laying secure foundations for future learning and development.
We also view the EYFS as preparation for life and not simply preparation for the next stage of
TOTAL 195 Days
education.
3
Curriculum for Avanti Park School
Focus days/themed weeks and festivals
Throughout the academic year we hold a number of ‘focus days’ where the pupils will study an
alternative curriculum. We will plan to have at least 4 ‘focus days’ per school year. These may be
incorporated into a themed week or spread across the academic year. Our teachers will plan a whole
day of exciting activities that will be educational, fun and also provide learners with opportunities
to experience a broader understanding of the world we live in. We will align the ‘focus days’ with
an agreed festival calendar and focus on a range of themes that may include: bringing the world
to Avanti Park (countries, culture and religion); horticulture, herbs, the healing properties of plants
(introducing innovative ways of attracting wildlife into the school gardens); working as a team and
community service.
The Early Years Foundation Stage (Reception class and nursery)
Early childhood is the foundation on which children build the rest of their lives. We value the
importance that the EYFS plays in laying secure foundations for future learning and development.
We also view the EYFS as preparation for life and not simply preparation for the next stage of
education.
We aim to support all children to become independent and collaborative learners by:
• Providing a happy, safe, stimulating and challenging programme of learning and development
• Providing a broad, balanced and creative curriculum that will set in place firm foundations for
further learning and development
• Fostering independence and self-confidence in all children
• Valuing what each child can do, assessing their individual needs and helping each child to
progress
• Developing strong relationships with parents and carers to build a partnership in supporting their
children. We know parents are children’s first and most enduring educators and we value the
contribution they make
• Provide a caring and inclusive learning environment which is sensitive to the requirements of the
individual child including those who have additional needs.
4 5
The early-years curriculum we will offer children is based on the following principles: In keeping with the recommendations in the curriculum review we will be focusing on the
following domains of learning as highlighted below:
• It builds on what children already know and can do
• It ensures that no child is excluded or disadvantaged
Avanti Park School: National curriculum areas of learning
• It offers a structure for learning that has a range of starting points, content that matches the
domains of learning
needs of young children, and activities that provide opportunities for learning both indoors and
outdoors
• It provides a rich and stimulating environment English and Languages Communication and Literacy (Reading
• It acknowledges the importance of a full working partnership with parents and carers. Language (C&L) & Writing)
Mathematics Mathematics (Number & Shape,
Our curriculum for EYFS will be based on the Statutory framework for the early years foundation Space and Measure)
stage (Setting the standards for learning, development and care for children from birth to five). We
will use Development Matters in the Early Years Foundation Stage; non-statutory guidance material Place and Time Physical Development (PD)
which support the implementation of the statutory requirements of the EYFS. At the end of the
Reception year, each child will be assessed against the 17 Early Learning Goals (ELGs), each one Arts, Music and Crafts Expressive Arts and Design (EAD)
linked to one of the seven areas of learning highlighted in the EYFS curriculum below.
Physical development and movement Personal, Social and Emotional
Development (PSED)
Philosophy, faith and belief
(to include PSED)
Nature and the environment, Understanding the World (UW)
science and technology
These domains of learning and development will shape educational provision in our Early Years.
All areas of learning and development are important and inter-connected. None of the areas of
learning can be delivered in isolation from the others; they require a balance of adult led and
child initiated activities in order for most children to reach the levels required at the end of EYFS.
Children’s development levels are assessed and as the academic year progresses, the balance
will shift towards a more equal focus on all areas of learning, as children grow in confidence and
ability within the three prime areas.
The children in the Reception class will also participate in daily phonics sessions, following a
nationally recognised programme such as ‘letters and sounds’ or ‘Read, Write Inc.’
We will ensure the learning environment and delivery of the curriculum incorporates the three
characteristics of effective learning:
6 7
The Early Learning Goals provide the basis for planning throughout EYFS. The planning objectives
are from the Development Matters Statements in the Early Years Foundation Stage document.
The planning is based upon concepts with discrete phonics, mathematics and reading directed
teaching.
The EYFS staff will use observations as the basis for planning; observing children to identify their
achievements, interests and next steps for learning. These observations will direct planning.
Children will have access to both inside and outside areas across the day; this has a positive effect
on the children’s development. Being outdoors offers opportunities for doing things in different
ways and in different scales than when indoors. We are investigating ‘Forest School Status’ or ‘City
Farm status’ and we would hope that some of the learning can take place in a woodland or natural
environment to support the development of a relationship between the learner and the natural
world.
Examples of theme / topics
Autumn – Key Concept example Identity Spring Summer
Learning Question: ‘Who are my family?”
Example Nursery Rhymes:
Baa, baa, black sheep // Hey diddle diddle //
Ourselves Adventures
and
Key Stage 1 Ages 5 - 7
Hickory dickory dock // Georgie Porgie Journeys
At KS1, the curriculum is delivered through a concept based approach. Subjects are woven into
Examples stories including: Colour and Animals these topics to make meaningful links. We know young children learn best through experiencing
So Much // Two homes // One Family Pattern a curriculum which is relevant and meaningful to them. This is based on good early years practice
and in encompassing the National Curriculum requirements. English and mathematics will be
delivered discretely. The children may be involved in directed and independent cross curricular
Learn about Vocabulary associated Favourite Out and
activities related to the week’s learning objectives, throughout the day, either with an adult or
with ourselves and our family Books About independently.
Explore family dynamics and why family
members are important to them Domain(s) of Learning: English and Languages
Identifying core family values
Example creative outcomes: Me and At the Farm Hours per Other information
Line - Portrait of my family my World week
Playdoh face masks
English and a modern 9 English: 8.5 hours per week
Explore where in the world different families come from foreign language (Spanish) (includes phonics and whole class
guided reading sessions)
Spanish: 0.5 hours per week
8
Domain(s) of Learning: Mathematics Domain of Learning: Arts, Music and Crafts
Hours per Other information Hours per Other information
week week
Mathematics 5 Performing and 1 Specialist provision
expressive arts including
music and singing
Domain of Learning: Place and Time
Craft 1 This will include specialist craft
Hours per Other information
teaching (such as handcraft,
week
woodcraft and or landcraft)
History and Geography 2 Delivered through a concept
Domain of Learning: Philosophy, faith and belief
Domain of Learning: Physical development and movement
Hours per Other information
Hours per Other information week
week
Philosophy, faith and belief 2 Will include PHSE and SRE (compulsory
PE, sport and yoga 2 Specialist provision from September 2020)
Domain of Learning: Nature and the environment, science and technology
Hours per Other information
week
Science and environmental 3 Science and environmental studies: 2
studies and computing Computing (delivered discretely): 1
We are investigating ‘Forest School Status’
or ‘City Farm status’ and we would hope
that some of the learning can take place
in a woodland or natural environment to
support the development of a relationship
between the learner and the natural world.
Total hours in the KS 1 25
10 11
Domain of Learning: Physical development and movement
Key Stage 2 Ages 7 - 11 Hours per Other information
week
Pupils will enter key stage 2 equipped to access a broad and balanced curriculum, that includes PE, sport and yoga 2
all of the required subjects of the national curriculum as well as yoga, a modern foreign language
and environmental studies. Continuity and progression towards transition to secondary education
will be devised by teachers from key stages 2 and local key stage 3 providers working closely
together. A carefully constructed curriculum in the core subjects and provision to develop the Domain of Learning: Arts, Music and Crafts
skills that bridge the two key stages will help to guard against regression in rates of progress.
Hours per Other information
week
Domain(s) of Learning: English and Languages
Performing and 1
Hours per Other information
expressive arts including
week
music and singing
English and a modern 8.5 English: 8.0 hours per week English Craft 1
foreign language (Spanish) (to include whole class guided
reading sessions)
Spanish: 0.5 hour per week
Domain(s) of Learning: Mathematics
Hours per Other information
week
Mathematics 5
Domain of Learning: Place and Time
Hours per Other information
week
History and Geography 2 Delivered through concept
a based approach
Total hours in the KS 2 25
12 13
12
Domain of Learning: Philosophy, faith and belief
Hours per Other information
week
Philosophy, faith and belief 2 Will include PHSE and SRE (compulsory
from September 2020)
Domain of Learning: Nature and the environment, science and technology
Hours per Other information
week
Science, computing 3.5 Science: 2.5 Key Stage 3 Ages 11 - 14
and Environmental Computing: 1
Studies (including time We are investigating ‘Forest School Status’
Our key stage 3 pupils will be our oldest learners and will therefore be expected to model the
taken out for visits) or ‘City Farm status’ and we would hope behaviours and outcomes for the rest of the school. By this point in their education pupils
that some of the learning can take place will need to be challenged to learn with even greater independence within a more specialised
curriculum which will have an increasing focus on specialist subject areas. Greater detail within
in a woodland or natural environment to
a wider range of subjects will help to prepare pupils for the move into Year 9 and then into key
support the development of a relationship stage 4.
between the learner and the natural world.
Domain(s) of Learning: English and Languages
Total hours in the KS 2 25
Hours per week
English 4
Modern foreign 2
language (Spanish)
Domain(s) of Learning: Mathematics
Hours per week
Mathematics 4
14
Domain of Learning: Arts, Music and Crafts
Hours per week
Music 1
Art 1
Craft 1
Domain of Learning: Philosophy, faith and belief
Hours per week Other information
Philosophy, faith and belief 2 To include RE,
PHSE and SRE
Domain of Learning: Nature and the environment, science and technology
Hours per week
Science 3
Domain of Learning: Place and Time Computing 1
Hours per week
History 2
Total hours in the KS 3 25
Geography 2
Domain of Learning: Physical development and movement
Hours per week
PE, sport and yoga 2
16 17
16
Expectations with effect from September 2020
In line with our other Avanti schools the following expectations will apply to schools
in the south west:
• Full attendance – other than medical/authorised absence
• Staff addressed by title and surname
• Adherence to the school’s behaviour policy
Uniform – there will be no change to the current uniform requirements in
September 2020 but we intend to launch a formal consultation on the possible
introduction of a uniform from September 2021.
18 19Avanti Park School
Park Road, Frome, Somerset. HA11 1EU
Phone 01373 832804
Website www.avanti.org.uk/avantipark
AVANTI PARK
Avanti Fields School is part of the Avanti Schools Trust
Avanti Schools Trust is a charitable company limited by guarantee registered in England & Wales
Registered No: 07506598 • Registered Office: Avanti Schools Trust, Wemborough Road, Stanmore, Middx, England, HA7 2EQYou can also read
